Mary helen immordino-yang biography of michael jackson
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So, you really start to engage with the child in a process-oriented way, and take the power away as much as you can, but it’s very difficult in today’s world, take the power away from the standardized outcome metric.
Developmental mentoring
You help them [kids and learners] in supporting their developmental process. I'm going to introduce you to a whole bunch of new evidence, stories and stuff, and then we're going to think together about, okay, what does this mean now?
And of course, you can keep doing this, which is each time you're running half of the remaining distance. When the emotion is about that powerful idea, that is when meaningful learning is about the idea, and that's when you actually build transferable knowledge that is developmentally changing the person for having learned it.
Shankar Vedantam: You saw how this worked for one student in particular who was able to attach emotion and meaning to a philosophical problem that's known as Zeno's Paradox.
Two or three minutes is plenty, and use the subject line learning. You know, thank you, Mrs. Susan Lundgren, if you're still out there, for really, like, teaching us so much interesting stuff. And it came out in his real dislike and failure to move on from thinking about this behavior chart that she had in the class, which was not in any of his other classes in the school, where she had kind of green on the top, you're doing what you're supposed to do, yellow in the middle, like you're getting in hot water, and red meaning like you're behaving badly, right?
Jan. 1, 2026.
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It's going to be very useful to you trying to figure out that thing you're really deeply engaged in. I tell them, this is what I'm doing. You're soon going to be taking over the country and running things. So we turn it backwards around, and intrigue people with the examples first, and then work backward once they have seen the example to help them think about, okay, let me tell you some of the facts about what's going on behind here now.We have made this false narrative in our mind, that school is about what you can remember.
Innovation is needed
As humans we are deeply cultural, deeply social thinkers, we aren’t little automaton robots who deploy, we’re actually humans. But the challenges that we're facing are at a much more basic level. So we were looking for an opportunity for her to really grow herself in a different kind of school, just for a bit.
It's kind of embarrassing to admit. And so his teacher said, fantastic, you're welcome to do that.
Whereas of course, we know that in the real world, we all routinely can run the 100 meters. Kids did this in many different ways, but the heart of transcendent thinking is that kids became deeply engaged with thinking about something bigger than what was directly in front of them.
Shankar Vedantam: You ran a similar kind of study with teenagers in urban Los Angeles, and you asked them to think about crime in their neighborhoods.
Shankar Vedantam: Tell me about that study and what you found there, Mary Helen.
Mary Helen Immordino-Yang: Right.
Every week, we'll bring you new and interesting research about what it means to be human. She starts to understand that both she and this girl are part of an even bigger world. But what I did was I closed my eyes, imagined myself in my living room, and walked around and counted. How do we help people feel that way about the process of thinking in schools?
This is Hidden Brain, I'm Shankar Vedantam.